Binary Opposition | Deconstruction
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Maps and Protest Martine Drozdz
Maps and Protest Martine Drozdz To cite this version: Martine Drozdz. Maps and Protest. International Encyclopedia of Human Geography, Elsevier, pp.367-378, 2020, 10.1016/B978-0-08-102295-5.10575-X. hal-02432374 HAL Id: hal-02432374 https://hal.archives-ouvertes.fr/hal-02432374 Submitted on 16 Jan 2020 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Martine Drozdz LATTS, Université Paris-Est, Marne-la-Vallée, France 6-8 Avenue Blaise Pascal, Cité Descartes, 77455 Marne-la-Vallée, Cedex 2, France martine.drozdz[at]enpc.fr This article is part of a project that has received funding from the European Research Council (ERC) under the Horizon 2020 research and innovation programme (Grant agreement No. 680313). Author's personal copy Provided for non-commercial research and educational use. Not for reproduction, distribution or commercial use. This article was originally published in International Encyclopedia of Human Geography, 2nd Edition, published by Elsevier, and the attached copy is provided by Elsevier for the author's benefit and for the benefit of the author's institution, for non-commercial research and educational use, including without limitation, use in instruction at your institution, sending it to specific colleagues who you know, and providing a copy to your institution's administrator. -
1 Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn
Critical Pedagogy, Cultural Studies, and Radical Democracy at the Turn of the Millennium: Reflections on the Work of Henry Giroux By Douglas Kellner (http://www.gseis.ucla.edu/faculty/kellner/) After publishing a series of books that many recognize as major works on contemporary education and critical pedagogy, Henry Giroux turned to cultural studies in the late 1980s to enrich education with expanded conceptions of pedagogy and literacy.1 This cultural turn is animated by the hope to reconstruct schooling with critical perspectives that can help us to better understand and transform contemporary culture and society in the contemporary era. Giroux provides cultural studies with a critical pedagogy missing in many versions and a sustained attempt to link critical pedagogy and cultural studies with developing a more democratic culture and citizenry. The result is an intersection of critical pedagogy and cultural studies that enhances both enterprises, providing a much-needed cultural and transformative political dimension to critical pedagogy and a pedagogical dimension to cultural studies. Crucially, Giroux has linked his attempts to transform pedagogy and education with the project of promoting radical democracy. Giroux's earlier work during the 1970s and 1980s focused on educational reform, pedagogy, and the transformation of education to promote radical democracy. In Border Crossings (1992), Giroux notes "a shift in both my politics and my theoretical work" (1). The shift included incorporation of new theoretical discourses of poststructuralism and postmodernism, cultural studies, and the politics of identity and difference embodied in the new discourses of class, gender, race, and sexuality that proliferated in the post- 1960s epoch. -
The Contribution of Marxism to Education
ACCESS: CONTEMPORARY ISSUES IN EDUCATION 1995, VOL. 14, NO. 2, 130–139 To find the new world in a critique of the old: The contribution of marxism to education Robert Mackie ABSTRACT Marxism should seek neither to escape from a full understanding of the reasons for its recent negative trajectory, nor quit the field in favour of either modernist liberalism or postmodernist fragmentation. Apologetics and defeatism are equally unacceptable. Additionally, with regard to education in particular, marxists have constantly emphasised its imbrication in society and history. So assessments of marxism's contributions to education, made particularly at a time when its standing is parlous or at best problematic, need a clear understanding of the shifting demography of revolutionary aspiration. Waxing and waning: Marxism now and then We gotta get out of this place If it's the last thing we ever do We gotta get out of this place There's a better life for me and you.1 In 1994 there appeared the Oxford Illustrated History of Western Philosophy edited by Anthony Kenny (Kenny, 1994). It contains a photo of a statue of Karl Marx in Berlin on the occasion of his one hundred and seventy-third birthday in 1991. Marx is bedecked with garlands of roses, while behind him, pensively peering over his shoulder, stands a small boy sucking his fingers. Below is a card on which is written, 'Du hattest ja so recht' - 'You were so right'. A touching vignette? A surprising tribute? A sly nostalgia? On May 7 1973, Time magazine published a feature article on the remarkable renaissance of Karl Marx. -
Issue Mapping, Ageing, and Digital Methods
1. Introduction: Issue mapping, ageing, and digital methods 1.1 Issue mapping Stakeholders, students, issue professionals, workshop participants, practitioners, advocates, action researchers, activists, artists, and social entrepreneurs are often asked to make sense of the social issues that concern and affect the organizations and projects they are involved with. In doing so, they have to cope with information sources both aggregated and disaggregated, where opposing claims clash and where structured narratives are unavailable, or are only now being written. At the same time, the issues must be analysed, for they are urgent and palpable. The outcomes of the projects also need to be communicated to the various publics and audiences of their work. These issue analysts employ a wide range of strategies and techniques to aid in making sense of the issues, and communicating them, and as such they undertake, in one form or another, what we call ‘issue mapping’. In a small workshop setting, the analysts may draw dots and lines on a whiteboard, and annotate them with sticky notes and multicoloured markers, in order to represent actors, connections, arguments and positions. At the sign-in table, at a barcamp, hundreds of activists write down on a large sheet of paper the URLs of their organizations or projects, forming a long list that is typed into the computer for the mapping to proceed. Analysts will harvest the links between the websites, and put up a large map for the participants to pore over and annotate. The attendees will ask questions about the method behind the mapping, and also how their nodes can become larger and less peripheral. -
The Dialectic of Freedom 1St Edition Pdf Free Download
THE DIALECTIC OF FREEDOM 1ST EDITION PDF, EPUB, EBOOK Maxine Greene | 9780807728970 | | | | | The Dialectic of Freedom 1st edition PDF Book She examines the ways in which the disenfranchised have historically understood and acted on their freedom—or lack of it—in dealing with perceived and real obstacles to expression and empowerment. It offers readers a critical opportunity to reflect on our continuing ideological struggles by examining popular books that have made a difference in educational discourse. Professors: Request an Exam Copy. Major works. Max Horkheimer Theodor W. The latter democratically makes everyone equally into listeners, in order to expose them in authoritarian fashion to the same programs put out by different stations. American Paradox American Quest. Instead the conscious decision of the managing directors executes as results which are more obligatory than the blindest price-mechanisms the old law of value and hence the destiny of capitalism. Forgot your password? There have been two English translations: the first by John Cumming New York: Herder and Herder , ; and a more recent translation, based on the definitive text from Horkheimer's collected works, by Edmund Jephcott Stanford: Stanford University Press, Learn how to enable JavaScript on your browser. Peter Lang. The truth that they are nothing but business is used as an ideology to legitimize the trash they intentionally produce. Archetypal literary criticism New historicism Technocriticism. The author concludes with suggestions for approaches to teaching and learning that can provoke both educators and students to take initiatives, to transcend limits, and to pursue freedom—not in solitude, but in reciprocity with others, not in privacy, but in a public space. -
10753820.Pdf
https://theses.gla.ac.uk/ Theses Digitisation: https://www.gla.ac.uk/myglasgow/research/enlighten/theses/digitisation/ This is a digitised version of the original print thesis. Copyright and moral rights for this work are retained by the author A copy can be downloaded for personal non-commercial research or study, without prior permission or charge This work cannot be reproduced or quoted extensively from without first obtaining permission in writing from the author The content must not be changed in any way or sold commercially in any format or medium without the formal permission of the author When referring to this work, full bibliographic details including the author, title, awarding institution and date of the thesis must be given Enlighten: Theses https://theses.gla.ac.uk/ [email protected] Outside of a Logocentric Discourse? The Case of (Post)modern Czech “Women’s” Writing Jan Matonoha Degree: MPhil Form of Study: Research Department of Slavonic Studies School of Modern Languages and Cultures University of Glasgow May 2007 © Jan Matonoha, 2007 ProQuest Number: 10753820 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a com plete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest ProQuest 10753820 Published by ProQuest LLC(2018). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States C ode Microform Edition © ProQuest LLC. -
Citation Abstract
Citation # I.1 Wokabi, F.G. (?). Critical thinking triad as a model for enhancing the quality and relevance of higher education in Kenya. (Paper). Kenyatta University, Department of Philosophy, Nairobi, Kenya. 1-11. [PDF+] URL http://www.daad.de/de/download/alumni/veranstaltungen/06_11_06/Presented%20papers/Copy%20of%20Francis%20Gikonyo.pdf Abstract Introduction: The purpose of this paper is to show the significance of the Critical Thinking Triad in enhancing the quality and relevance of higher education in Kenya. In order to pursue this goal, it is necessary to clarify the key concepts that inform this paper namely: Education, Quality, Relevance, Critical Thinking, and Critical Thinking Triad. The analytical dimension of critical thinking involves identifying the fundamental structures or elements of any form of thinking. Thought comprises of parts namely: purposes, questions, points of view, information, inferences, concepts, implications, and assumptions. (Paul and Elder, 2001: 50). The evaluative dimension of critical thinking comprises of universal intellectual standards that are useful in assessing the quality of thought. They include: clarity, accuracy, precision, relevance, depth, breadth, logicalness, significance, and adequacy among others (Paul and Elder, 2002:98). Quotes -The conceptual framework that informs the paper is Paul and Elder’s (2002) conception of Critical Thinking. Referenced From Paul, R. 1995. Critical Thinking: How to Prepare Students for a Rapidly Changing World. California: Foundation for Critical Thinking. Paul, R. and Elder, L. 2001. Critical Thinking: Tools for Taking Charge of Your Learning and Your Life. Upper Saddle River, N.J.: Prentice Hall. Paul, R. and Elder, L.2002. Critical Thinking: Tools for Taking Charge of Your Professional and Personal Life. -
Seeking a Way a White Teacher’S Journey from Critical Race Theory to Black Power Pedagogy
FEATURE ARTICLE Seeking a Way A White Teacher’s Journey from Critical Race Theory to Black Power Pedagogy ALEXANDER B. PRATT University of Oregon HE NARRATIVE BELOW THAT OPENS this article describes the first unit that I taught in T my second year as a full-time classroom teacher at Jane Smith Elementary on the west side of Chicago. This narrative is my own recollection aided by notes and assignments collected at the time, though I am confining the discussion to my preparation for the instruction and my reflection upon completion of the instruction. As such, it is the kind of narrative re-tell that is used most often in works of narrative inquiry and in Pinar’s (1975) understanding of teaching autobiography and currere, which I will describe in more detail in the Methodology section. The purpose of the analysis in this article is to describe the ontology of race, specifically Blackness, as it is theorized in Critical Race Theory and how that ontology problematizes the way I thought about issues of race and racism in my first week of teaching and, more generally, the way such things are being addressed in current liberal and neoliberal classrooms. This problematic underestimates the impact of racism within our societal structure, leaving many teachers and students, myself included, the victims of an unrealistic and destructive conception of how racial justice and equality can be achieved. I suggest that one potential way forward that addresses this unrealistic expectation can be found in the pedagogy put forward in the literature of the Black Power Movement. -
A Critical Concept of Injustice. Trichotomy Critique, Explanation, and Normativity
http://dx.doi.org/10.5007/1677-2954.2014v13n1p50 A CRITICAL CONCEPT OF INJUSTICE. TRICHOTOMY CRITIQUE, EXPLANATION, AND NORMATIVITY UM CONCEITO CRÍTICO DE INJUSTIÇA. A TRICOTOMIA CRÍTICA, ESCLARECIMENTO E NORMATIVIDADE MAREK HRUBEC1 (Charles University, Czech Republic) ABSTRACT The article deals with an issue of a critical concept of injustice. It concentrates on injustice by focusing on three fundamental elements of Critical theory of society: critique, explanation, and normativity. Firstly, it clarifies the need for critical social criticism to have an internal character. Secondly, it concentrates on relations between individual elements of the above-mentioned trichotomy, and stresses the consequences of such an analysis for a Critical social theory. It shows that only an articulation of all three elements in their mutual constitutive relations will enable to work out a critical concept of in/justice. Keywords: Injustice. Justice. Critical Theory. Critique. Explanation. Normativity. A theory of justice requires a critical concept of injustice2. I will articulate such a concept from the point of view of Critical Theory of Society. I will analyze three fundamental elements of Critical Theory – critique, explanation and normativity – which can be identified already in the initial programmatic documents of the founders of Critical Theory (the Frankfurt School), and consequently mapped in texts of their followers up until today. Although these elements have been present in Critical Theory since its beginning, and their existence was an implicit precondition for Critical Theory, they have been articulated only vaguely in their complex mutual relations. This is because only some of these elements have as a rule been addressed, and because just a few of the relations between them have been discussed. -
1. Cartography: the Development and Critique of Maps and Mapmaking
1. Cartography: the development and critique of maps and mapmaking Maps ‘are once again in the thick of it’ for critical social theorists, artists, literary critics and cultural geographers, but also in a very different way for planners, GIS researchers and scientists. Art and science offer different cartographic explanations. There are profound differences between those who research mapping as a practical form of applied knowledge, and those who seek to critique the map and the mapping process. (Perkins 2003: 341-342) Cartography is the study of maps and map-making. Classically, it focused on the art of the map-maker; today it includes the history of maps and their use in society. A map, as defined by the International Cartographic Association (2009), is ‘a symbolised image of geographical reality, representing selected features or characteristics, resulting from the creative effort of its author's execution of choices, and is designed for use when spatial relationships are of primary relevance’. While this definition eloquently indicates the varying constructions of maps, leading to the different ways maps are conceptualised and produced within society, its basic premise -- that a map is first and foremost ‘a symbolised image of a geographical reality’ -- has been challenged with the rise of a critical cartography/geography. Taking this definition as a starting premise, this chapter will seek to illustrate the ‘creativity’ and ‘selectivity’ of maps through a brief history of cartography, before embarking in later sections on a more critical analysis of the debates that surround the subject. The primary goal here is to understand the lessons that can be drawn from the historical development of cartography in a bid to assist contemporary criminologists in the development of more appropriate questions about maps and ultimately the process of crime mapping itself. -
Critical Race Theory's Attack on the Promises of Liberalism Jeffrey J
Boston College Law Review Volume 40 Issue 3 Association Of American Law Schools Program Article 6 On Race & Criminal Justice 5-1-1999 Race, Equality and the Rule of Law: Critical Race Theory's Attack on the Promises of Liberalism Jeffrey J. Pyle [email protected] Follow this and additional works at: http://lawdigitalcommons.bc.edu/bclr Part of the African American Studies Commons, Civil Rights and Discrimination Commons, Ethnic Studies Commons, Inequality and Stratification Commons, Law and Society Commons, and the Race and Ethnicity Commons Recommended Citation Jeffrey J. Pyle, Race, Equality and the Rule of Law: Critical Race Theory's Attack on the Promises of Liberalism, 40 B.C.L. Rev. 787 (1999), http://lawdigitalcommons.bc.edu/bclr/vol40/iss3/6 This Notes is brought to you for free and open access by the Law Journals at Digital Commons @ Boston College Law School. It has been accepted for inclusion in Boston College Law Review by an authorized editor of Digital Commons @ Boston College Law School. For more information, please contact [email protected]. RACE, EQUALITY AND THE RULE OF LAW: CRITICAL RACE THEORY'S ATTACK ON THE PROMISES OF LIBERALISM I NTRODUCTION In recent years, critical race theory ("CRT") has come to occupy a conspicuous place in American law schools.' The theory holds that despite the great victories of the civil rights movement, liberal legal thought2 has consistently failed African Americans and other minori- I See generally Stephanie 14. Goldberg, The Law, a New Theory Holds, Has a White Voice, N.Y. TIMES, July 17, 1992, at A23 (describing critical race theory as having had "all undeniable impact on legal education"); Neil A. -
Generic Affinities, Posthumanisms and Science-Fictional Imaginings
GENERIC AFFINITIES, POSTHUMANISMS, SCIENCE-FICTIONAL IMAGININGS SPECULATIVE MATTER: GENERIC AFFINITIES, POSTHUMANISMS AND SCIENCE-FICTIONAL IMAGININGS By LAURA M. WIEBE, B.A., M.A. A Thesis Submitted to the School of Graduate Studies in Partial Fulfilment of the Requirements for the Degree of Doctor of Philosophy McMaster University © Copyright by Laura Wiebe, October 2012 McMaster University DOCTOR OF PHILOSOPHY (2012) Hamilton, Ontario (English and Cultural Studies) TITLE: Speculative Matter: Generic Affinities, Posthumanisms and Science-Fictional Imaginings AUTHOR: Laura Wiebe, B.A. (University of Waterloo), M.A. (Brock University) SUPERVISOR: Professor Anne Savage NUMBER OF PAGES: vi, 277 ii ABSTRACT Amidst the technoscientific ubiquity of the contemporary West (or global North), science fiction has come to seem the most current of genres, the narrative form best equipped to comment on and work through the social, political and ethical quandaries of rapid technoscientific development and the ways in which this development challenges conventional understandings of human identity and rationality. By this framing, the continuing popularity of stories about paranormal phenomena and supernatural entities – on mainstream television, or in print genres such as urban fantasy and paranormal romance – may seem to be a regressive reaction against the authority of and experience of living in technoscientific modernity. Nevertheless, the boundaries of science fiction, as with any genre, are relational rather than fixed, and critical engagements with Western/Northern technoscientific knowledge and practice and modern human identity and being may be found not just in science fiction “proper,” or in the scholarly field of science and technology studies, but also in the related genres of fantasy and paranormal romance.